Book and e-book in children?s learning

OLGA PERALTA; GABRIELA RAYNAUDO

Austin

Congreso; 2017 Biennal Meeting of the Society for Research in Child Development; 2017; 2017

Introduction: Images are part of children?s lives, but, what do they learn from them? In this study we assessed children?s learning of a concept (camouflage) from a paper book and an e-book. Method. Forty four-year-olds randomly assigned to two conditions participated: e-book (M=4:7 months) and paper book (M=4:6 months). We used a book (30cm x 21cm) with realistic photographs and a tablet (10.1") with an e-book. Two sessions were held. The first consisted of pre-test, reading session, post-test 1 and post-test 2; the second consisted of a re-test a week later. Depending on the condition, printed or digital images were shown. Pre-test: two trials evaluated children?s previous knowledge. Reading session: the experimenter used either a book or an e-book to teach the concept using images of different animals. Post-test: two post-tests with four trials each evaluated transfer. Book: post-test 1 was conducted with the book while post-test 2 with the e-book. E-book: vice versa. Re-test: the procedure was identical to the one used in the pre-test. The dependent variable consisted on the correct answers. Also, children had to justify their choices in the pre-test, post-test and re-test. We analyzed: (a) choices, (b) justifications and (c) children?s successful performance. Results. Choices: Book: pre-test (7.5%), post-test (71.3%), re-test (85%). The reading session had a significant effect on performance (Q= 35.182; p